A Multivariate Meta-Analysis of the Relationship Between Principal Leadership and Student Achievement

• In Event: Developing and Sustaining Resilient Equity-Focused Leaders

Abstract

This study is a multivariate meta-analysis of 42 empirical studies between 2000 and 2020 on the relationship between principal leadership and student achievement. The foci of this meta-analysis are conceptual models and methodological methods in examining the effect of principal leadership. Our findings are: (a) there is consistent and overwhelming evidence of a positive relationship between principal leadership and student achievement (0.21 SD for the direct effect and 0.22 SD for the indirect effect); (b) principal leadership is versatile and ubiquitous because principal leadership has direct, indirect, total, and moderated effects; (c) the differences in research results regarding principal leadership effects could be explained by the conceptual and methodological models employed by researchers. Substantive and methodological implications were discussed.

Authors

• Huang Wu, University of Missouri - Kansas City

• Jianping Shen, Western Michigan University